Summarizing and Inferencing Content Module

Transcription

1 Summarizing and Inferencing Content Module July

2 Table of Contents Plot the Course... 3 Time for Take Off... 4 Floating on Air... 6 Summarizing PowerPoint... Error! Bookmark not defined. Inferencing PowerPoint... Error! Bookmark not defined. Sharing the Sky Prepare for Landing Summarizing and Inferencing Assessment... Error! Bookmark not defined. Summarizing and Inferencing Assessment Key... Error! Bookmark not defined. General Education ELA Lesson Plan: Summarizing General Education ELA Lesson Plan: Summarizing with the GIST Strategy Summarizing and Inferencing Content Module, July

3 Plot the Course The rationale Whether reading a story, a content area text book, a comic, or a poem, the ability to summarize a text and infer to read between the lines is a lifelong skill readers use to foster higher level thinking and deeper comprehension. Module Goal The goal of this module is to provide detailed information on summarizing and inferencing to teachers of students with disabilities at the elementary and middle school level. This module aims to provide teachers with a general overview of these concepts as well as teaching suggestions so that a teacher can begin to plan instruction for these concepts. Additionally, this module provides instructors with potential adaptations and modifications to consider when designing materials and instruction for students with severe disabilities. Module Objectives After viewing the content module, teachers will: 1. Develop a deeper understanding of summarizing and inferencing as proficient reader strategies. 2. Learn instructional strategies for teaching students how to summarize and make inferences when reading to enhance comprehension. This module is organized using the following sections: Time for Take Off, Floating on Air, and Prepare for Landing. Key vocabulary are provided in the Time for Take Off section of the module. Connections to the Florida Standards and PowerPoint presentations containing information and instructional suggestions for teaching about summarizing and making inferences are shared in the Floating on Air component. In Prepare for Landing, strategies to review, reinforce, and apply summarizing and making inferences to real world connections are provided. Summarizing and Inferencing Content Module, July

4 Time for Take Off Understanding the vocabulary used when teaching summarizing and inferencing is important for both teachers and students in planning and implementing reading lessons. As a teacher, knowing and using the terms not only ensures your instruction stays true to the content, but will also help with collaborating with other reading teachers or literacy experts. When choosing which vocabulary to teach, it is most important that the teacher selects the most salient, important, or most frequently used vocabulary for each lesson. Below you will find a list of vocabulary related to this module. It may or may not be necessary to provide instruction for all terms as students may have learned them previously. If you are a secondary teacher and are not confident your students have been taught these vocabulary terms, you may want to review and teach those unknown terms during the focus and review section of your lesson plan. While providing vocabulary instruction, you may consider including pictures or objects to make the instruction more concrete for students with disabilities (See Ideas to support vocabulary learning below). Vocabulary summary containing the key points or big idea main idea the most important idea in the text details specific smaller elements that are part of a larger work key word essential or significant words related to the text relevant has significant importance irrelevant not important or related characters person/persons in a story setting place where the story happens plot sequence of events involving characters in conflict situations point of view perspective from which the story is told theme moral or big idea of the story inference a conclusion or opinion that is formed based on facts or evidence context clues words and sentences within a text that provide additional information Summarizing and Inferencing Content Module, July

5 Idea to support vocabulary learning Use visual representations or actions to explain summarizing and inferencing and their terms. For example, the following images may be shared to teach the word inference. An inference I can make from the picture is that the boy is sad. I am inferring that the boy is excited. I can infer that it is winter and it is cold. Summarizing and Inferencing Content Module, July

6 Floating on Air Before you can begin teaching your students about summarizing and inferencing, it is important that you first have a deep understanding of the information. Some of the concepts may be familiar to you. Below is a list containing Standard R.L.1 and R.I.1 from the Florida Standards for grades K-8. You will also find a series of PowerPoint presentations containing information, examples, and instructional suggestions for both summarizing and inferencing below the chart. ELA Florida Standard 1: Summarizing and Inferencing - Grades K-8 LAFS.K.RL.1.1 LAFS.K.RI.1.1 LAFS.1.RL.1.1 With prompting and support, ask and answer questions about key details in a text. Ask and answer questions about key details in a text. LAFS.1.RI.1.1 LAFS.2.RL.1.1 LAFS.2.RI.1.1 LAFS.3.RL.1.1 LAFS.3.RI.1.1 LAFS.4.RL.1.1 LAFS.4.RI.1.1 LAFS.5.RL.1.1 LAFS.5.RI.1.1 LAFS.6.RL.1.1 LAFS.6.RI.1.1 LAFS.7.RL.1.1 LAFS.7.RI.1.1 LAFS.8.RL.1.1 LAFS.8.RI.1.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Deepen your understanding. Click on each PDF Summarizing PDF BB4C!314&app=PowerPoint%7C Inferencing PDF BB4C!315&app=PowerPoint%7C Summarizing and Inferencing Content Module, July

7 Great! Now that you have viewed the PowerPoint presentations, the next section will provide some ideas to consider when planning for Universal Design for Learning. Summarizing and Inferencing Content Module, July

8 Sharing the Sky UNIVERSAL DESIGN FOR LEARNING Visual Impairment or Deaf/Blind Representation Use a talking device such as an avatar; use large print text, raised text or Braille, use objects and images to represent their summaries or inferences (i.e., character action/feelings, setting); use online tools to create graphic organizers (i.e., Readwritethink.org); Use picture cards and graphic organizers to sort key aspects of the text including key words (i.e., character, setting, etc.). Expression Student states answer; use voice output devices for student to select the correct answer; teach tangible symbols for key phrases (i.e., characters Physical Impairment: Little/ No Hand Use Student scans an array of possible options and uses a switch to select the correct answer when asked a question pertaining to a given text; use computer representation of key aspects of the text that can be manipulated with switch; place key aspects of the text on a slant board or eye gaze board; create an exercise in the classroom that the student can walk or ride in wheelchair to summarize events in the text. Uses a switch to indicate correct answers; uses an eye gaze board to select answer; uses a blink response to select answer; phrase questions so that they require a yes/no Lacks Basic Concepts Use appropriate and accessible text. Rewrite text to simplify plot and details. Include additional images and illustrations to help convey the meaning of the text. Provide students with graphic organizers and sentence starters. Highlight key words within the context of the print. Student selects pre-made cards with key ideas from the text versus writing them; selection of correct answer is done after a model; student answers yes/no questions. Motivational/ Attention Issues Use motivating objects and topics to summarize (i.e., puppets or student s favorite character, animal, etc.). Incorporate technology including computer representations, videos, animations, and talking avatar. Allow students to self-select text of interest. Have students summarize text and make inferences with images, drawing, interactive computer programs, etc. Summarizing and Inferencing Content Module, July

9 Engagement Visual Impairment or Deaf/Blind feelings/actions, setting, predictions, etc.) Teach students to use their hands to scan objects; use talking avatars or read aloud of text; start with simple, use large print text and online interactive text; use text featuring items that are familiar and reinforcing to students. Physical Impairment: Little/ No Hand Use response, these can easily be answered using an eye gaze, head turn, two switches, etc. Use bright colors to call attention to key words; use a computer with AT where the student can click to answer; use cards that are large enough to accommodate the movements that the student is able to make; pair student with another student without a physical impairment and have them work together to summarize the text. Lacks Basic Concepts Student uses websites and listening centers that read aloud text. Use bright colored stickers or sticky notes to mark key words within text. Use puppets, objects, and picture cards (i.e., with emotions and actions) to summarize text and make inferences. Explicitly model using think alouds along with visual images and actions. Motivational/ Attention Issues Create games in which students interact with partners to summarize text and make inferences (i.e., cards with images of actions and character feelings). Create stories and text that involve the students and their personal interests and experiences. Summarizing and Inferencing Content Module, July

10 Concept Map Clues from the text My background knowledge Inference Summarizing and Inferencing Content Module, July

11 Prepare for Landing Below you will find ideas for linking summaries and inferences to real-world applications, the college and career readiness skills addressed by teaching these concepts, module assessments for teachers, sample general education lesson plans incorporating Universal Design for Learning framework, blog for teachers to share their ideas, and a place to upload and share lesson plans from teachers who completed this module. One way to help assist in a special educator s development within this curricular area is through collaboration with other teachers in your building. Often these skills are practiced outside of an ELA classroom in other curricular areas as well as during everyday tasks. Some activities with real world connection include: Associate the skills of summarizing and inferencing to wide range of reading and real world texts. This allows the students to apply the learning to real reading experiences. This supports students meaning making process and will increase their reading comprehension. Students can also practice summarizing skills when discussing TV shows, movies, video games, sports, etc. Making inferences is something we do on a daily basis whether we are determining how to dress appropriately for the weather, whether or not an umbrella is needed based on the weather report or the look of the sky, judging someone s mood or feelings based on their reactions and emotions, etc. In addition to the real-world applications of these concepts, skills taught within this content module also promote the following college and career readiness skills. Communicative competence Students will increase their vocabulary to include concepts related to summarizing and inferencing. Specifically, they will learn to use language such as, I am thinking This text is mostly about and I can infer Fluency in reading, writing, and math Students will have opportunities to increase their fluency and comprehension as they develop their abilities to summarize and make inferences. By having stronger proficiency with summarizing and inferencing, students will be able to process text more strategically and at a more fluent pace. They will also understand the text in greater depth. Age appropriate social skills Students will engage in peer groups to summarize and make inferences within a range of texts. Summarizing and Inferencing Content Module, July

12 Independent work behaviors Students will engage in independent reading. They will have increased opportunities to practice summarizing and making inferences in the real-life reading context. Skills in accessing support systems At times, students will need to ask for assistance to complete activities related to summarizing and inferencing which will give them practice in accessing supports. Students will gain practice asking for help with reading a range of diverse texts as needed. They can ask a peer to complete the physical movements of the tasks they are not able to do themselves. Be sure to teach students to ask versus having items or supports automatically given to them. In addition to collaborating with other educational professionals in your building, the following list of resources may also help provide special educators with ideas for activities or support a more thorough understanding of the concepts presented in this content module. Additional Resources This video features a 5 th grade teacher demonstrating how she teaches her students to summarize important information from nonfiction text. Teacher and students discuss what it means to summarize, the purpose, and where to find key information needed to summarize. This collection of podcasts shows how to teach comprehension strategies. Website provides a wide range of reading comprehension and writing lessons based on the books, Strategies that Work and Mosaic of Thought. mith.pdf Handout provides an overview of drawing inferences and comprehension instruction based on the chapters in Reading with Meaning, Mosaic of Thought, and Strategies that Work. This article highlights how to teach inference in different content areas and provides examples of children s books to use as models for teaching inferencing. Harvey, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagement (2 nd ed.). Portland, Me: Stenhouse. Authors show how to use anchor charts for introducing strategies. Chapter eleven provides quality lessons on summarizing and synthesizing information and chapter nine focuses on inferring and visualizing. Keene, E., & Zimmerman, S. (2007). Mosaic of thought: Teaching comprehension in a reader's workshop (2 nd ed.). Portsmouth, NH: Heinemann. This book focuses on strategy-based comprehension instruction. Chapter six focuses on teaching inferences. Summarizing and Inferencing Content Module, July

13 Miller, D. (2012). Reading with meaning (2 nd ed.). Portland, ME: Stenhouse. This book provides teachers with ideas for strategy instruction throughout the school year with the gradual release model and illustrates how to use current picture books to teach comprehension lessons. References Beers, Kylene. (2003). When kids can't read: What teachers can do. Portsmouth, NH: Heinemann. Gregory, A.E., & Cahill, M. (2010, March). Kindergartners can do it, too! Comprehension strategies for early readers. The Reading Teacher, 63(6), Harvey, Stephanie, & Goudvis, Anne. (2000). Strategies that work (pp ). York, ME: Stenhouse. Marzono, R. (2010). Teaching inference. Educational Leadership, 67(7), Available online at Summarizing and Inferencing Content Module, July

14 This lesson illustrates how to use the GIST strategy to summarize information through reading website articles and using an online GIST template. This lesson uses the concept of mapping to help students respond to and summarize the text. The teacher models strategies using picture books and students create interactive comic strips. This teacher provides ideas and examples of how she included podcasts, video, and hands-on activities to teach her 5 th graders how to make inferences. ge&page_id=6 This lesson introduces how good readers make inferences. Teacher uses a two-column chart and a picture book to demonstrate how to make inferences from the book title, illustrations, and story. This lesson designed for 3 rd through 5 th graders focuses on making inferences working with the genre of biographies. These lessons were developed based on the books, Reading with Meaning by D. Miller and Strategies that Work by S. Harvey and A. Goudvis. Teacher provides mini lessons, read-alouds, and hands-on activities for teaching inferences. Summarizing and Inferencing Content Module, July

15 Sample General Education lesson plans General Education ELA Lesson Plan: Summarizing Source: Get the Gist: A Summarizing Strategy Standard: CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Learning Outcome: Students will learn and practice the GIST summarizing strategy for informational text. Materials: SmartBoard, chart paper, white board, etc. teacher-selected expository text Activities: Focus and Review: Review with students what a GIST is and why it is a helpful strategy for readers. Explain that this lesson will focus on writing a GIST statement for informational text. Teacher Modeling/Direct Instruction: Select and display a short passage or a few paragraphs of an expository text that has a main idea. Read the paragraph together. After reading the first paragraph, brainstorm the 5 W s and H who, what, when, where, why, how. Use these key terms to write the summary in the 20 blank lines on the board. Model how to write a 20 word (or less) summary of the text in your own words. Demonstrate how to change or reword ideas to fit within the 20 blank lines on the board. Guided Practice: Guide students to collectively write a GIST statement for the second paragraph (or the next section of text) following the same procedure in the teacher modeling section. Independent Practice: Encourage students to apply the strategy during independent reading time using their self-selected informational texts. Summarizing and Inferencing Content Module, July

16 Activity: Create a universally designed version of the above lesson UDL Planning Representation - adaptations in materials (e.g., adapt for sensory impairments) My ideas Expression - how will student show learning (e.g., use of assistive technology; alternative project) Engagement - how will student participate in the activity Summarizing and Inferencing Content Module, July

17 General Education ELA Lesson Plan: Summarizing with the GIST Strategy Source: Get the Gist: A Summarizing Strategy Standard: CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Learning Outcome: Students will learn and practice the GIST summarizing strategy. Materials: SmartBoard, chart paper, white board, etc. teacher-selected narrative or expository text Activities: Focus and Review: Discuss with students what a GIST is and why it is a helpful strategy for readers. Teacher Modeling/Direct Instruction: Select and display a short passage or a few paragraphs from either an expository or narrative text that has a main idea. Display only the first paragraph and put 20 blank lines on the board. Model how to write a 20 word (or less) summary of the text in your own words. Read the paragraph together. Think aloud as you recall the important words from the text that describe what the passage was mainly about. Demonstrate how to change or reword ideas to fit within the 20 blank lines on the board. Guided Practice: Guide students to collectively write a GIST statement for the second paragraph (or the next section of text) following the same procedure in the teacher modeling section. Independent Practice: Encourage students to apply the strategy during independent reading time using their self-selected just right texts. Summarizing and Inferencing Content Module, July

18 Activity: Create a universally designed version of the above lesson UDL Planning Representation - adaptations in materials (e.g., adapt for sensory impairments) Expression - how will student show learning (e.g., use of assistive technology; alternative project) Engagement - how will student participate in the activity My ideas Provide students with images that represent preselected key ideas of text structure (i.e., character, setting, problem, solution) from the text. These cards can be used to help with summarizing; provide students with a template including sentence starters to structure the GIST summarizing process. Students will sequence prewritten sentences (written on sentence strips) to provide an overall summary statement; An extension would be to have the sentences broken down further by cutting apart the subjects and the predicates. Finally, a list of the 20 summary words can be provided in word bank to allow students to construct their own GIST statement. Student can work in pairs during independent practice; student can use technology (e.g., ipad) to practice talking and writing to summarize the text. Summarizing and Inferencing Content Module, July